Unit Plan
Unit Title:AMAZING ANIMALS
Essential Questions: What are some messages in animal stories? How do animal characters change familiar stories? How are all living things connected? What helps an animal survive? How are writers inspired by animals?
Standards:
SL.4.1b, SL.4.2, SL.4.1c, SL.4.1c, RL.4.3, RL.4.1, RL.4.7, RL.4.10, RL.4.5, RL.4.4 RI.4.1, RI.4.5, RI.4.10, RI.4.4, RI.4.7, RI.4.2
RF.4.4b,RF.4.3a
L.4.5c, L.4.1f, L.4.3b, L.4.2d, L.4.4a, L.4.5c, L.4.6, L.4.5b, L.4.1f, L.3.1i, L4.2c, L.3.1h, L.4.4c, L.4.1a, L.4.2c W.4.3a, W.4.3b
Summative Unit Assessment : Theme Unit Test
Summative Assessment Objective / Assessment Method (check one)
Students will be assessed on their understanding of key instructional content from the focus unit. The results of this assessment will provide a status of current achievement in relation to student progress through the CCSS-aligned curriculum. The results of this assessment can be used to guide instruction, aid in making leveling and grouping decisions, and determine areas in which reteaching or remediation is needed. / __X__ Rubric ___ Checklist __X__ Unit Test __X__ Group
__X__ Student Self-Assessment
__x__ Other (explain) vocabulary word cards, reading responses

Teacher Name : T. WisdoDates: Nov. 20- Dec 4 Subject : ELA Grade Level (s) 4th

Building : WHEMS

DAILY PLAN
Day / Objective (s) / DOK LEVEL / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Student will:
-use grade level academic and domain specific words and phrases
In discussions and sentences
-paraphrase portions of the text
-write routinely over a shorter time frame for a range of purposes
-identify singular and plural nouns
-spell appropriate words correctly (digraphs) / 1 /
-Build background knowledge by showing a video and through discussion
-learn new vocabulary words by using the vocabulary routine (show the picture of the word, say the word, read the definition, give an example of the word in a sentence, ask a question about the word)
- vocabulary squares (word, synonym, picture and sentence, antonym)
-shared read of the “The Fisherman and the Kaha Bird”
-take notes on sentences and sentence fragments and identify sentences and sentence fragments on the board
-repeat spelling words out loud
-circle phonemic patterns in each spelling word / Whole
Differentiated
Independent / McGraw-Hill Resources
-McGraw-Hill “A Grasshopper’s Sad Tale” Read Aloud text
-McGraw-Hill Visual Vocabulary Cards
-McGraw-Hill Grammar Activities
-student journals
-Document camera/projector
-McGraw-Hill spelling and grammar books
-Your Turn Reading Practice Book / Formative- Observations, questioning, discussion, Thumbs up, Daily PDN
Student Self - Assessment- exit slip,
discussion
2 / Student will:
-Ask and Answer questions about sections of the text to increase understanding.
-Differentiate differences between poems, drama, and pros.
-Determine the theme in the drama from details in the text.
-use grade level academic and domain specific words and phrases
-write routinely over a shorter time frame for a range of purposes
-spell appropriate words correctly / 1,2 / -close reading of “Ranita, The Frog Princess”
-think alouds
-completion of practice book pages pertaining to skills being taught
-make inferences using details from a story
-collaboration and discussion
-put spelling words into sentences
-vocabulary squares (word, synonym, picture and sentence, antonym)
Computer cart
-Review and practice on Study Island
-Triumph Learning / Whole
differentiated
independent / -McGraw Hill Resources
-McGraw-Hill student practice book
-student journals
-document camera
-McGraw-Hill student web program / Formative- Observations, questioning, discussion, thumbs up/down
Student Self - Assessment- group discussion of spelling sentences, sharing of journal entries
3 / Student will:
-spell appropriate words correctly
-use commas to separate items in a series
-capitalize and punctuate sentences correctly / 1,2 / -shared read of “ Ranita, The Frog Princess”
-small group completion of a sequence graphic organizer
- answer “Respond to Reading” questions
-collaboration and discussion
-labeling the four types of sentences(with correct capitalization and punctuation) using the projector, document camera, and the whiteboard
-revising the journal entry from day 1 in student journals
-putting spelling words in a sentences / Whole
differentiated
independent / Formative- Observations, questioning, discussion, thumbs up/down, PDN, Think-Pair -Share
Student Self - Assessment- discussion of spelling sentences, self-correction of labeling of types of sentences with correct modeling on the whiteboard, sharing of journals
4 / Student will:
-describe in depth a character, setting or event in a story, drawing on specific details in a text
-make predictions about an unfamiliar text
-identify the sequence of events in a story
-write routinely over a shorter time frame for a range of purposes
-spell appropriate words correctly
-identify types of sentences
-capitalize and punctuate sentences correctly / 1,2 / -shared read of “The Secret Message”
-small group completion of a sequence graphic organizer
- answer “Respond to Reading” questions
-collaboration and discussion
-labeling the four types of sentences(with correct capitalization and punctuation) using the projector, document camera, and the whiteboard
-revising the journal entry from day 1 in student journals
-putting spelling words in a sentences
-respond to a prompt about themes in writing journal
-Guided Reading centers / Whole
Differentiated
paired / McGraw Hill
-McGraw-Hill student practice book
-student journals
-document camera
-McGraw-Hill student web program
-leveled readers / Formative- Observations, questioning, discussion, thumbs up/down, PDN, Think-pair-share
Summative-vocabulary quiz
Student Self - Assessment- Group collaboration on a graphic organizer, self-correction of grammar skills using the whiteboard and projector, sharing journals
5 / Student will:
-Share and reflect what they learned about folktales.
-Differentiate between concrete and abstract nouns.
-write routinely over a shorter time frame for a range of purposes
-spell appropriate words correctly
-identify types of sentences
-capitalize and punctuate sentences correctly
-demonstrate understanding of words with a similar but not identical meanings / 1,2,3 / -shared and close reading of “The Secret Message”
-citing evidence from two different stories to compare different themes
-small and individual group completion of various practice book pages
-spelling test
-vocabulary quiz
-Guided reading centers.
-Review and Practice on Study Island / Whole
Differentiated
paired / McGraw Hill:
-Leveled Readers
-student practice book
-grammar worksheets / Formative- Observations, questioning, discussion, , lesson quiz
Summative-Spelling test
Student Self - Assessment-self-check during group activity using projector to label evidence from text, group discussion and collaboration while completing workbook pages
6 / Student will:
-identify types of sentences
-capitalize and punctuate sentences correctly
-describe in depth a character, setting or event in a story, drawing on specific details in a text
-identify the sequence of events in a story / 1, 2,3 /
-Quiz on nouns
-Weekly skills test on week 1
-shared writing using TRACES writing routine
-using TRACES to complete a writing prompt / Whole
Differentiated
Pair
Independent / McGraw-Hill:
-weekly skills test
-grammar worksheets
-student journals / Formative- Observations, questioning,
Summative- grammar quiz on nouns, weekly skills test
Student Self - Assessment- self-check of TRACES during shared writing activity
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